Efeitos das modalidades educacionais nas variáveis de resultado de estudantes universitários: um estudo quase-experimental

• Ano de defesa: 2024
• Autor(a) principal: Foguel, Flávio Henrique dos Santos
• Orientador(a): Lopes, Evandro Luíz
• Banca de defesa: Lima, Manolita Correia, Gabriel, Marcelo Luiz Dias da Silva, Isabella, Giuliana, Costa, Priscila Rezende da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Escola Superior de Propaganda e Marketing
• Programa de Pós-Graduação: Programa de Doutorado em Administração com Concentração em Gestão Internacional
• Departamento: ESPM::Pós-Graduação Stricto Sensu
• País: Brasil
• Palavras-chave em Português: educação à distância; distância transacional; variáveis de resultado; pesquisia quase-experimental; estudantes universitários; educação de qualidade (ODS4)
• Palavras-chave em Inglês: distance education; transactional distance; outcome variable; quasi-experimental research; undergraduated students; quality education (SDG4)
• Área do conhecimento CNPq: CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO
• Link de acesso: http://tede2.espm.br/handle/tede/812

This thesis aimed to analyze the effect of educational modalities on student outcome variables (academic performance, satisfaction, engagement, course recommendation intention, and students' perceived self-efficacy). The study also explored the mediating role of transactional distance and the moderating role of self-efficacy. To this end, a single-factor, between-subjects quasi-experiment was conducted, involving students from eight health-related courses, distributed across five educational modalities (in-person, hybrid, synchronous online, asynchronous online with recorded lectures, and asynchronous online without recorded lectures), totaling 154 students who completed a Digital Marketing course. The manipulation of the educational modality, the study’s independent variable, was operationalized through the implementation of five distinct pedagogical designs for the course, each reflecting the characteristics of its respective modality. The methodological design employed statistical techniques such as Analysis of Variance (ANOVA) and Structural Equation Modeling (SEM). The results suggest that educational modalities are insufficient to explain the outcome variables. The quality of the pedagogical design and educational interactions plays a more significant role than the modality itself. Therefore, this work proposes a review of the concept of educational modality in light of new technologies and methodologies, reinforcing the importance of pedagogical strategies that promote personalized learning and closeness between students and teachers.